And

CCE

Don Bosco Senior Secondary School, Nerul, Navi Mumbai

Session: 2014 - 2015

Why Assess the Students ?

Students must be assessed to help:

Them know their strengths and weaknesses.

The teachers in carrying out remedial work with the students.

What is Continuous and Comprehensive

Evaluation? Continuous and Comprehensive evaluation refers

to a system of school based assessment that covers all aspects of a student’s development .

It emphasizes two fold objectives.

Continuity in evaluation and assessment of broad based learning.

Behavioral outcomes..

Includes a variety of tools and techniques for assessment of the learners.

Scholastic : Subject specific areas

Co-Scholastic : i) Life skills ii) Attitudes and Values iii) Co-scholastic Activities

Comprehensive

SCHOLASTIC & CO - SCHOLASTIC

Areas of Assessment

PART 1Scholastic Areas

Formative Assessments

Summative Assessment

PART 2Co-Scholastic Areas

2A - Life Skills

2B - Work education

2C - Visual & Performing arts

2D - Attitudes & values

PART 3Co - Scholastic

Activities

3A - Literary, Creative, Scientific skills etc.

3B - Health & Physical Education

Areas of AssessmentScholastic

FIRST TERM

Types of Assessment Weightage of Assessment Month Term Wise

Formative Assessment - 1 10 % April - June FA1 + FA2 = 20%

Formative Assessment - 2 10 % July - Aug

Summative Assessment -1 30 % Sept SA1 = 30%

SECOND TERM

Formative Assessment - 3 10 % Oct - Nov FA3 + FA4 = 20%

Formative Assessment - 4 10 % Dec - Feb

Summative Assessment -2 30 % March SA2 = 30%

Formative Assessments (FA) = FA1+FA2+FA3+FA4 = 40%

Summative Assessments (SA)= SA1+SA2=60%

Grading ScaleScholastic

Minimum qualifying grade in Scholastic Domain is D.

Steps of Assessment Compilation

Formative Assessments:

1. Marks for different activities under formative assessment are compiled.

2. For each formative assessment marks are given out of 10.

3. Each Formative Assessment as 10% is then added to the result sheet.

Summative Assessments:

1. Paper pen test is conducted.2. Each Summative Assessment as 30% is then

carried to the result sheet.

Overall Result:

1. Marks of all the four FAs and two SAs are added to make the result sheet.

2. Up scaling is done on the basis of co-scholastic marks as per CBSE rules.

Steps of Assessment Compilation

It is mandatory for all students of Class IX and Class XI to appear in Problem Solving Assessment (PSA).The paper comes from CBSE Board.

There is no specific syllabus for ‘Problem Solving Assessment’.

It assesses the Life Skills related to the following areas: Quantitative Reasoning Qualitative Reasoning Language Conventions

PSA - Problem Solving Assessment

The Problem Solving Assessment is counted towards FA - 4 which is 10% of total assessments of Class IX.

This assessment is also carried forward towards the FA - 4 in Class X.

This score is reflected in one Language (English or Hindi), Mathematics, Science and Social Science. The same score is reflected in FA - 4 for class IX and Class X.

PSA - Problem Solving Assessment

The students will have the option to improve their PSA score in Class X, as they can sit for the test with Class IX students.

The best scores will be reflected in the final certificate in case of those applying for improvement.

PSA - Problem Solving Assessment

The Life Skills are assessed within the following domains:

Qualitative: which includes the reasoning seen in Humanities, Arts and Social Sciences.

Quantitative: which includes the kinds of reasoning found in Mathematics and Science.

Language Conventions: which includes different aspects of written communication (e.g. grammar, vocabulary etc.)

PSA - Problem Solving Assessment

The questions incorporate aspects such as Creative Thinking, Decision Making, Critical Thinking, Problem Solving and Communication.

The questions in ‘Problem Solving Assessment’ are designed in such a way so as to improve the generic and higher order thinking skills. This also results in improving scores within the core school subjects.

PSA Exam is usually conducted in the month of January.

PSA - Problem Solving Assessment

There are 60 questions of MCQ and distribution is as follows:

PSA - Problem Solving Assessment

Assessment of Speaking and Listening Skills

ASL

http://www.cbseacademic.in/aslcorner.html

Why is assessment of listening and speaking skills important?

Good communication skills improve and raise the self-esteem of a student.

CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school.

What do you mean by listening and speaking skills?

Speaking skills is effective spoken communication that is being able to express your ideas and views clearly, confidently and concisely in speech, tailoring your content and style to the audience and promoting free-flowing communication.

Listening skills are ways to help you listen to something more effectively and be able to comprehend the message being communicated.

Assessment of Speaking and Listening Skills

When will testing of speaking and listening skills be conducted?

It has to be a continuous process as a classroom activity. But these skills will be tested both in SA I and SA II.

The best of two grades (scored in SA I and SA II) will be reflected against ASL Column In the Final Report Card.

Assessment of Speaking and Listening Skills

The Central Board of Secondary Education recommends that multiple modes of assessment need to be provided to cater to the varied abilities of individual strengths of learners.

Therefore, an element of Open Text-based Assessment for Classes IX and XI has been introduced in March, 2014 Examination.

These are meant to incorporate analytical and theoretical

skills, thus moving away from memorization.

Open Text Book AssessmentOTBA

Open Text Based Assessment (OTBA) for Class IX

It is applicable to all the main subjects….. (ENGLISH, HINDI, MATH,SCIENCE, SOCIAL SCIENCE)

This is a part of Summative Assessment II.

A textual material may be in the form of an article, a case study, a diagram, a concept/ mind map, a picture or a cartoon, problem/situation based on the concepts taught to the students during second term.

It is to the extent of 15-20 percent in all the main subjects and also include the Value Based Questions.

The textual material is related to chosen concepts taken from the syllabi.

The Open Text Based Assessment (OTBA) has questions of

higher order thinking skills and some of which are subjective, creative and open ended.

The textual material is supplied earlier and uploaded on cbseacademics.nic.in

Open Text Based Assessment (OTBA) for Class IX

Assessment of Text Material / Case-Studies

Depending on the text material/ case study supplied to students, the answers will be assessed on a set of assessment rubrics showing the extent of which students were able to do the following:

(i) Understand and apply the concepts to the situational problems. (ii) Suggest and bring out appropriate solutions to the problem/situation. (iii) Come up with innovative opinions/suggestions. (iv) Deep analysis based on a wide range of perspectives.

Open Text based Assessment (OTBA)

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Performance Profile

The Board has amended its examination Bye-Laws to make it mandatory for students to appear in both the Summative Assessments and score a minimum of 25% marks in aggregate i.e., (SA I + SA II) in these assessments w. e. f. 2013-14.

The Board has also initiated Assessment of Speaking and Listening Skills (ASL) and Open Text Based Assessments (OTBA) from the academic session 2013-14 in class IX and class XI to focus on communicative aspects of language learning and problems based on higher order reasoning skills.

In the light of above initiatives, the Performance Profile for

class IX for this year is slightly changed. The following points are highlighted in this regard:

1. There is no change in the criteria for working out the overall result i.e., marks obtained in both the SAs will be added and then converted into respective grades as per the existing scheme. 2. The grades ‘E1@’ or ‘E2@’ will indicate that candidate has obtained less than 25% mandatory marks in Summative Assessments.

Performance Profile

3. The grade scored in the Assessment of Speaking and Listening Skills (ASL) in English will be a part of Summative Assessments I and II (70+20) and will be reflected as an aggregate grade in the Performance Profile.

4. As Open Text Based Assessment (OTBA) will be a part of the Summative Assessment II question paper, there will be no need for calculating grades in the subjects containing OTBA separately.

Performance Profile

5. The total marks of the question papers for the subjects having OTBA (English, Hindi, Mathematics, Science and Social Science) in the Summative Assessment II will be 100 and the timing will be 3-3½ hours. The overall marks obtained in these subjects will be

multiplied by 0.3 to make it 30% which is the weightage for Summative Assessments II.

For the subjects which do not have OTBA element, the question paper will be of 90 marks and the process for computing 30% weightage will remain the same as followed in the previous year i.e., division by 3 to make it 30%.

Performance Profile

6. The instructions regarding obtaining 25% mandatory marks in the Summative Assessments (both the SA I and SA II taken together), ASL, OTBA and skill based vocational subjects under National Vocational Education Qualification Framework (NVEQF) have been added in the Scheme of Studies. 7. If mandatory 25% marks have not been obtained in the Summative Assessments in a subject, Grade E1 or E2 will not be upgraded.

Performance Profile

Co – Scholastic Areas

Co-Scholastic areas are assessed by: Planning Activities. Writing Anecdotal Records for each Student. Giving marks to specific indicators and

calculating the total marks. Total Marks are converted into grades. Compilation of indicators according to the

grade.

Co-Scholastic

Minimum qualifying grade in Co-Scholastic Domain is D.

Co-Scholastic

2A-Life Skills-Thinking Skills

Sr. No. Descriptors Score out of 5

1. Knows his / her strengths & weakness

2. Demonstrates internal / external locus of control

3. Knows his / her way of dealing with people, events & things

4. Recognizes and analyzes a problem

5. Collects relevant information from reliable sources

6. Evaluates each alternative for advantageous and adverse consequences of each alternative solution

7. Chooses the best alternative (takes decision); shows originality and innovation

8. Demonstrates fluency in ideas – gets new ideas

9. Open to modification and flexibility in thinking

10. Demonstrates divergent ( out - of - the - box) thinking.

Total

Average / Grade

Sl. No. Descriptors Score out of 5

1. Helps classmates in case of difficulties in academic and personal issues

2. Seeks feedback from teachers and peers for self - improvement

3. Actively listens and pays attention to others

4. Sees and appreciates others point of view.

5. Draws attention of others when speaking in the class, school assembly and other occasions.

6. Explains and articulates a concepts differently so that others can understand in simple language.

7. Sensitive to the needs of differently abled students

8. Demonstrates leadership, skills, like, responsibility, initiative etc.

9. Demonstrates awareness of norms and social conducts and follows them

10. Helps develop skills and competencies in others instead of making them dependent

Total

Average / Grade

2A-Life Skills-Social Skills

2A-Life Skills-Emotional Skills

2B - Work Education

Sl. No. Descriptors Score out of 5

1. Takes an innovative and creative approach

2. Shows aesthetic sensibilities

3. Displays observation skills

4. Demonstrates interpretation and originality

5. Correlates with real life

6. Shows willingness to experiment with different art nodes / mediums

7. Sketches or points

8. Generates computer animation

9. Demonstrates proportion in size and clarity

10. Understands the importance of color, balance and brightness

Total

Average / Grade

2C - Visual Arts

2C - PERFORMING ARTS

2D - Attitudes Towards Teachers

2D - Attitudes Towards School-mates

2D - Attitudes Towards School Programmes &

Environment

2D - Value Systems

2D - Value Systems

2D - Value Systems

(vi) To value and preserve the rich heritage of our cultureDescriptors Score out of 5

a. Reads and discusses about the Indian culture and heritage

b. Appreciates diversity of cultures and social practices

c. Treasures the belongings of the school, community and the country with a sense of pride

d. Protects and prevents defacing of national monuments

(vii) To protect and improve natural environmentDescriptors Score out of 5

a. Shows compassion for living creatures

b. Takes active interest in maintaining flora, fauna, plants & gardens

c. Participates in movements for protecting endangered animals and green cover

d. Take care to clean classroom, school and neighborhood

2D - Value Systems

2D - Value Systems

3A- Literary & Creative Skills

3A - Scientific Skills

3A - Information & Technology Skills

3A - Organizational & Leadership Skills

3B - Health & Physical Education

3B - Health & Physical Education Activities

2A Life SkillsThinking Skills 10x5=50

Social Skills 10x5=50

Emotional Skills 10x5=50

2B Work Education 10x5=50

2C Visual Arts / Performing Arts 10x5=50

2D Attitudes & Values

Attitude Towards Teachers 10x5=50

Attitude Towards Schoolmates 10x5=50

Attitude towards School Programmes & Environment

10x5=50

Policy of Upscaling

Policy for upscaling of grades in scholastic areas on the basis of total grade points obtained in co-scholastic areas / activities:

I. Those Students who get total grade points in co-scholastic areas/ activities in the range 53-65 may benefit by getting upgraded to the next higher grade in two subjects in scholastic areas.

II. Those students who get total grade points in the range 40-52, may benefit by getting upgraded to the next higher grade in one subject in scholastic area.

iii. The up scaling of Grade in Scholastic Areas is applicable in Main Subject only (i.e. excluding Additional 6th Subject).

iv. No Grade should be up scaled twice.

v. No up scaling is done if the Grade obtained in the subject is E2 or A1.

vi. Up scaling is done from lowest grade to next higher grade and so on. (Example : E1 be up scaled to D, D to C2, C2 to C1, C1 to B2, B2 to B1, B1 to A2 and A2 to A1)

Policy of Up scaling

vii. In case of tie in Grades in two or more subjects (i.e. if Grades obtained are same), the up scaling be done in following order :

Higher marks obtained in the subject will be preferred.

In case of tie in marks, higher marks obtained in Summative Assessments. (SA1+SA2)

In case of tie in Summative Assessments marks, higher marks obtained in Formative Assessments. (FA1+FA2+FA3+FA4)

Policy of Up scaling

viii. Benefit shall be given to the students who win I/II positions/prizes in competitions held at state level and/or participation in competitions held at national / international level organised by a body recognized by the state/central Government/CBSE.

Policy of Upscaling Contd…

ix. Any competition organised by such agencies related to the co-scholastic areas/ activities included in the Board’s CCE card may be considered for giving this benefit.

Policy of Up scaling

x. Those students who qualify under this provision will benefit by getting their grade up-scaled to the next higher grade in two subjects provided this benefit has not been given to the student under the aforesaid grade point scheme.

Continous And Comprehensive Evaluation

CCE is a system of education and examination that teaches

students, the requisite problem solving and analytical skills

required by the job market. Memorizing and regurgitating

textbooks is not a skill needed by the job market.

An exam system that encourages this type of ‘learning’ snuffs

out creativity. To teach skills and create excellence, is the

way - perhaps the only sustainable way – towards real equity.

THANK YOU